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English first additional language

Grade 6

Module 41

To recognise words which are often confused

Activity 1:

To recognise words which are often confused

[lo 6.4.3]

The last activity of this module focuses on developing your vocabulary. There are many words in the English Language that can easily be confused. Today we shall focus on some of those words.

Complete the following sentences by choosing the correct word. Underline the word you choose. If you are not sure, make use of your dictionary to check meanings.

  • I (knew, new) the answer to the question.
  • The rugby (practise, practice) was at 2 o’ clock.
  • We did not want to (loose, lose) the hockey match.
  • (Lightening, lightning) flashed across the sky.
  • My sister (passed, past) her exams.
  • The (principal, principle) of our school is very busy.
  • They have found (there, their) missing dog.
  • The teacher likes the class to be (quite, quiet) when she is teaching.
  • (Where, were) are you going now?
  • The (weather, whether) is very unpredictable at the moment.

Well done – that was a challenging exercise. Look carefully at the following words. Make one sentence with each word to indicate the meaning.

Who’s :

Whose :

Affect :

Effect :

Its:

It’s:

Two:

Too:

Educator’s Assessment Chart:

Criteria 1 2 3 4
Choosing correct words Unable to complete. Requires prompting. Shows insight in most instances. Completed with full insight.
Accuracy of sentences Poor Starting to understand Good Excellent

Assessment

LO 6
LANGUAGE STRUCTURE AND USE The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.
We know this when the learner:
6.4 develops own vocabulary:
6.4.3 recognises words which are often confused.

Memorandum

In this module we are focusing on developing vocabulary and ensuring that learners can tell the difference between words that are often confused in English.

In the first part of the activity, learners must select the correct word. In the second part of the activity, learners must write sentences to indicate that they understand the difference between the words.

Before allowing them to start, discuss each pair of words with the class, allowing them to give you examples of the correct way to use the words. Once learners have discussed all the words, allow them to complete the activity individually.

The answers are as follows for the first part of the activity:

  1. I ( knew , new) the answer to the question.
  2. The rugby (practise, practice ) was at 2 o’ clock.
  3. We did not want to (loose, lose ) the hockey match.
  4. (Lightening, Lightning ) flashed across the sky.
  5. My sister ( passed , past) her exams.
  6. The ( principal , principle) of our school is very busy.
  7. They have found (there, their ) missing dog.
  8. The teacher likes the class to be (quite, quiet ) when she is teaching.
  9. ( Where , were) are you going now?
  10. The ( weather , whether) is very unpredictable at the moment.

In the second part of the activity, the sentences written by the learners must show that they understand the meaning of the words. Make use of the Educator’s assessment Chart to complete your assessment.

Perhaps they can work out a way of remembering the spelling? (Mnemonic)

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Source:  OpenStax, English first additional language grade 6. OpenStax CNX. Sep 07, 2009 Download for free at http://cnx.org/content/col10998/1.1
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